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Task 3.3 - Practicing Blending using the Blending Song

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Task 3.3 - Practicing Blending using the Blending Song

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Task 4.1 - Demonstrating Sounding (Precious 'van')

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Task 4.1 - Demonstrating Sounding (Precious 'van')

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She gets the learners to identify the sounds they can hear in the word 'van' using think, talk, share.
Then she goes through the answer orally one sound at a time. Orally first.
Then she recaps on the sounds, getting learners to show the action, and writes a dot for each sound on the board.

Then she gets learners to show how they write the sound 'v'. Learners talk through the formation/shows it to the teacher.
Teacher then gives think/talk time to discuss formation of 'a' and then 'n'.

This is all talked through and then written on the board for learners to see.

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Task 4.1 Demonstrate Sounding - Precious 'van'

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A great example of a sound story.

The teacher tells the story well with great expression. I like how the story is personalised and you can see that it really draws the interest of the learners.

She uses code switching effectively to ensure the learners understand the story (which is essential if we want them to remember the sound).

The story clearly introduces the sound of the day and its action, which is modelled a few times in the story telling (to make it even better, she could have asked the learners to practice the sound and action during those parts of the story too!).

I like how she uses think, talk share to get learners to think about words that contain the sound of the day (phonemic awareness).

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Task 1.3 - Teaching the Jolly Song (/e/ Clara)

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Task 1.3 - Teaching the Jolly Song (/e/ Clara)

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This is a great example of how to teach the Jolly song:

1. The teacher talks through the song lyrics - making sure the learner know the words.

2. The teacher uses code switching to link the song to the story and ensures that learners understand the song lyrics

3. The teacher makes sure the learners are saying the sound correctly and that they are doing the action when singing the song

4. The teacher plays the song using the app

5. Remember that the app is from the UK and therefore the Jolly Song lyrics might not match the contextualised stories. If the lyrics don't match, get the tune from the app, but use the song lyrics from the Jolly Phonics Teacher's Book

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You can still pass these video tasks at home by either filming to the camera and pretending that your class is present or by presenting to children at home.

This is a great example of telling the story to a learner at home.

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Task 4.3 - Demonstrate Dictation (spelling assessment)

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Task 4.3 - Demonstrate Dictation (spelling assessment)

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·      Call out 3 or 4 sounds (one at a time, putting them into the context of a word) for learners to write in their books.

·      Call out 3 or 4 ‘safe words’ (one at a time, putting them into the context of a sentence) for learners to write in their books.

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This is a great example of what we're looking for for Task 1.3. Watch and listen to Matthews go through the 42 sounds whilst demonstrating the actions.

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·      We want to hear how you pronounce the 42 sounds

·      Say the sound and show us the accompanying action

·      We’ll let you know it there are any sounds/actions that you need to practice

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2nd Skill Certificate: Teaching Letter formation (Task Guidance)

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2nd Skill Certificate: Teaching Letter formation (Task Guidance)

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Here's a pdf that guides you through how to compete the three tasks involved in the 2nd Skills Certificate.

1. We want to see how you introduce a new letter formation.

2. We want to see how you practise letter formation with your learners.

3. We want to see how you mark handwriting practice in your learners' books.

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Skill 2 Complete the Course Letter Formation (Video Guidance)

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3rd Skill Certificate: Teaching Blending (Task Guidance)

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3rd Skill Certificate: Teaching Blending (Task Guidance)

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Here's a pdf that guides you through how to complete the three tasks involved in the 3rd Skills Certificate.

1. We want to see you model oral blending

2. We want to see you model blending

3. We want to see an activity that you use to practice blending with your learners.

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Skill 3 Complete the Course Blending (Video Guidance)

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1st Skill Certificate: Teaching the Letter Sounds (Task Guidance) 

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1st Skill Certificate: Teaching the Letter Sounds (Task Guidance) 

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Here's a pdf that guides you through how to complete the three tasks involved in the 1st Skills Certificate.

1. We want to see how you revise sounds at the start of your lessons.

2. We want to see how you teach a new letter sound through a short story and action.

3. We want to see if how you are pronouncing the 42 sounds and actions.

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Skill 1 Complete the Course Learning Letter Sounds (Video Guidance)

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Guidance on how to 'Complete the Course' for Skill 4: Identifying Sounds in Words (Segmenting)

Here's a pdf that guides you through how to complete the three tasks involved in the 4th Skills Certificate.

1. We want to see you model sounding

2. We want to see an activity that you use to practice sounding with your learners.

3. We want to see how you conduct dictation to assess sounding.

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Skill 4 Complete the Course Sounding (Video Guidance)

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Guidance on how to 'Complete the Course' for Skill 5: Tricky Words

Here's a pdf that guides you through how to complete the three tasks involved in the 5th Skills Certificate.

1. We want to see how you teach your learners to identify the 'tricky part' of a word.

2. We want to see how you teach 'Look, Say, Copy, Cover, Write and Check' to your learners

3. We want to see an activity that you use to revise tricky words.

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Skill 5 Complete the Course Tricky Words (Video Guidance)

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·      Sound Revision should only last 2 or 3 minutes

·      Focus on the sounds that your learners need to practice

·      You should use flashcards, songs, games or other activities that revise sounds

·      Use ‘targeted listening’ to ensure you know which learners need correcting

·      Give your learners opportunities to ‘think, talk and share’ their answers

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·      The story telling should be less than 5 minutes

·      Ensure you pronounce the sound of the day correctly

·      Practice telling the story – it should be told, not read

·      The story should highlight the sound it is introducing and the accompanying action.

Feedback on this video:

I really liked how you told it from your personal experience! That helps learners to engage. I liked that you used code switching to ensure that your learners followed the story.
A great, adaptation of the story, but that still leads to the sound and action.
It was great that you introduce the sound and action within the story and “It came to me running /qu/, /qu/, /qu/…”
I loved the humour that you injected into the story! I’m sure that your learners will remember their teacher getting chased by a duck! Great to see you practicing the sound and action with your learners. Great engagement questions: “who has heard this sound from a duck before?” – This is brilliant! Well done.
The only think I would add to this is targeted listening.  Maybe you went on to do it? After introducing the new sound to your learners, go around your classroom and getting different groups of children to repeat the sound back to you to ensure that they are pronouncing this new sound accurately.

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Task 2.1 - Demonstrate teaching Letter Formation

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Task 2.1 - Demonstrate teaching Letter Formation

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·      Use correct posture and pencil grip

·      Size: Is it a small, tall or fall letter?

·      Starting Point: Where does it start and finish?

·      Describe: Talk through its formation (Use the scripts in The Jolly Phonics Teaching Aid)

·      Use lines on the board to help show size and position.

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·      Demonstrate two or three different ways that children could practice correct letter formation (see p95 of The Jolly Phonics Teaching Aid for ideas and guidance)

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·      Say the sounds in a safe word e.g. d/o/g and your learners have to blend the sounds to make the word ‘dog’

·      Give ‘thinking, talking and sharing time’ to ensure maximum participation.

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·       We want to see how you model blending to your learners

·       Use ‘safe words’

·       Identify each sound in a word and mark with a dot (or ‘sound button’). Don’t forget that a digraph is one sound, but two letters

·       Say the initial sound ‘loud and proud’, with the following sounds ‘quick and quiet’

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·       Show your class practicing blending using one of the following activities (see p95 of The Jolly Phonics Teaching Aid for ideas and guidance)

-       Mime actions for the children to blend corresponding sounds together

-       Pointing to sounds for your learners to blend and make words

-       Blending song

-       ‘Show me’ blending activity

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·      Show a picture of a ‘safe word’. What sound is at the start, middle and end of the word? Can your learners hear today’s sound in the word?

·      Help learners identify the individual sounds within the ‘safe words’, holding up a finger for each sound as it is identified

·      Use the activity in the ‘Pupil Book 1’ to count the sounds within the safe words.

·      Encourage your learners to write each sound that they can hear in the safe word to write the whole word.

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·       Show your class practicing blending using one of the following activities (see p95 of The Jolly Phonics Teaching Aid for ideas and guidance)

-       Using a letterboard to change letters to make new words

-       Sounding Catch

-       Lose a sound

-       Sounding bounce game

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Tricky words are words where some or all of the word is not easily decodable. They are either more irregular than regular or they contain a spelling rule that hasn't been taught to the learners yet.

A good starting point is to get the learners to read the word using the letter sounds (w-a-s) and then tell them how the word is meant to be pronounced ("woz"). With the learners then identify which letters are trying to trick us by saying a sound that we wouldn't expect.

·     To complete this task show us how you help your learners identify the tricky part in some tricky words.

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Task 5.2 - Look, Say, Copy, Cover, Write, Check

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Task 5.2 - Look, Say, Copy, Cover, Write, Check

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·      Show us how you teach Tricky words using Look, Say, Copy, Cover, Write, Check.

·      Guide your learners through each of the steps and show us their exercise book.

·      Look: Get them to look at the tricky word; which part is trying to trick us? Ensure your learners pay particular attention to the size of letters (tall, small or fall letters).

·      Say: Saying a word how it is spelt can help children remember the tricky part! However, learners should spell the word out using the letter names.

·      Copy: Get your learners to write out the tricky word you want to learn, making sure you copy it correctly (saying the letter names as they copy it).

·      Cover: They should cover up the word, and then try writing it from memory. Think about its shape and they should quietly say the letter names as they write it.

·      Check: Compare the spelling they wrote from memory with the way it should be written. Did they get it correct?

·      It is worth your learners repeating the last two steps a couple of times, to see if they can write the word correctly 2 more times.

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Task 5.3 - How else can you revise tricky words

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Task 5.3 - How else can you revise tricky words

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Many of the games, songs and activities that you have played with your learners during sound revision can be adapted to practice Tricky Words instead.

Remember that Tricky words focus on spelling words using letter names and not letter sounds

Task 5.3

·      Demonstrate a game song or other activity that you use to revise tricky words that you have taught your class.

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If you don't know what this is, make sure you watch this video and understand how to use think, talk, share to improve the participation of your learners!

Too often, we can call upon the same 'fast learners' to answer questions that we ask in our class. But many of our learners might just need a little more thinking time or lack the confidence to offer their answer.

Think, Talk, Share:

Think: Ask a question to your class. If only a few of your learners raise their hands, maybe the others need some 'thinking time'. Pause for a few extra seconds to give your learners thinking time.

Talk: Once everyone has had a chance to think of their answer, encourage your learners to talk to a neighbouring classmate about their answer. This will give your learners a chance to test if their answer might be right and it gives you a chance to listen in to a few answers as you move around your classroom.

Share: This is where your learners tell you their answer. They might mime an action, or you might hear 3 or 4 people's answer, but a key point is that you are not simply calling one of the few hands that have gone up, but hopefully more of your learners are engaged and taking part in the lesson.

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Here' is a downloadable Blank TCZ CPD Report Card for filing your CPD activity with your line manager

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Guidance from TCZ on the CPD oints available for various CPD activities

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Here are the sample scripts for talking through the letter formations.

Start with the letter size, its starting point and then describe the formation.

NB:

* For print, remove references to 'Flick'

* Pre-cursive writing uses flicks to help learn how to join letters

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- I thought this was really good.

- Good enthusiasm from you and your learners.

- I like that I heard you correcting yourself (alound, around)! Well done

- I really like how you made sure the game included all the learners, not just by everyone singing the song, but also the whole table saying what the sound is (and action!)

- Your /i/ song is from the app not the book – it is the British story!

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We really like how everyone is involved in this activity.

They are standing and dancing (which means we're not waiting for children to come out to the front of the class). They are focussing on the key sounds that the teacher wants the learners to revise.

Learners are doing the action alongside the sound.

The learners could also show the flashcard of the letter sound they are doing the sound and action for.

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Task 1.1 Sample Video - Kill the Fly (Fly Swat Game)

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Task 1.1 Sample Video - Kill the Fly (Fly Swat Game)

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The teacher pretends that there is a fly in the room and that only the teacher can see it.

The teacher will call out a sound that the fly has landed on and the two children at the front have to rush to hit the correct sound.

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Watch this video to the end to see how the teacher uses targeted listening.

Targeted Listening:

When you get your whole class to chorus sounds, it can be hard to tell if all your learners are pronouncing the sounds correctly or not.

Targeted listening is where you move around the classroom getting parts of your class to chorus, whilst the rest of your class remains quiet.

This way you are able to identify any learners who are not pronouncing the sound correctly so that you can give them guidance.

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Targeted Listening:

Teachers will often get their learners to chorus the pronunciation of sounds, however, when everyone is calling out together, it can be difficult to hear who is pronouncing the sounds well and who needs correction.

Targeted listening is where you move around your classroom, getting groups of learners to pronounce sounds whilst the remainder of your class stays quiet. This helps you to identify who might need intervention to pronounce the sound correctly.

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Taske 4.2 (Sounding Game): Pair's Matching 

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Taske 4.2 (Sounding Game): Pair's Matching 

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This game practices both blending and sounding as learners have to read and identify the sounds in words to find pictures and words that make a pair

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Task 3.1: Oral Blending in class (Using Think, Talk, Share)

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Task 3.1: Oral Blending in class (Using Think, Talk, Share)

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Oral Blending in Class (Think, talk, share)

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Modelling Blending:

Over the course of a few weeks, we want to go from us modelling blending like in this video, to expecting learners to identify the sounds by themselves and blend the words in small groups, pairs and, eventually, individually (using think, talk share).

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Note a few great things about this story telling:

The teacher personalises the story. Telling the story as if it happened to her

She uses code switching effectively to ensure that her learners followed the story well.

She brought in a pot and groundnuts and a bowl! That’s excellent! It was great to see the reaction of the learners as the groundnuts had disappeared - you can see them engrossed in what the teacher is doing.

She asks questions of engagement and comprehension of the learners - seeing if they can predict what is happening in the story (who stole the groundnuts?)

She clearly introduces the letter sound of the day, /i/.

She introduces the sound and action during the story telling

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Task 3.2 Modelling Blending (Think, Talk, Share - Janet)

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Task 3.2 Modelling Blending (Think, Talk, Share - Janet)

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The teacher uses 'think, talk, share' effectively, she modelled the blending clearly to her learners and I like how she defined the words for her learners (including the use of code switching).
I like that she went on to count the sounds and blended the word bit by bit too!
That was really good - as those slower learners would benefit from seeing how the word is heard from blending the sounds.

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Task 3.2 Modelling Blending (Think, talk, share - Janet Example)

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Task 3.3 Practice Blending ('Show Me' Game)

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Task 3.3 Practice Blending ('Show Me' Game)

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Task 3.3 Blending Practice (Show me Game - Precious)

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I think this is a pretty good example, but I would suggest a few changes.

- You do well to give them thinking time first, but I don’t think it hurts to give them talking time too…. It would be more important to give them talking time than so much sharing time…. Once they start showing you the answer, from that point, any slower learners that don’t 'show you' straight away are not going to be thinking of the answer anymore, they are going to be looking around the room for an answer!

- After getting their answers, it is good to tell them what the correct answer is and to model the blending of the word for any slower learners that need that help.

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Task 3.3 - Show me Game Blending words (Precious)

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Learners practice writing the letter formation by 'writing' on their palm. Tall letters go to the finger tips, fall letters have a tail that falls down to the wrist.

Ensure that learners are talking through the letter formation as they practice

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I thought this was taught really well.
She talks through the lyrics and then sings it one line at a time, getting learners to repeat.
I liked the gentle way she got learners up and involved.
She also made sure her learners did the action when they say the sound in the song!

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Task 3.2 - Modelling Blending (Letterboard - Tr Simwalazi /ou/)

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Task 3.2 - Modelling Blending (Letterboard - Tr Simwalazi /ou/)

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I thought this was really good.

Blending using flashcards

- Getting the learners to identify the sounds as you add them to the letterboard, and then guiding the learners through blending.

- Well done on correcting yourself from we make sound to we make word

- I love that you started with words with 2 sounds and then built up to words with three sounds.

- I like that you were blending words bit by bit.

- A way to extend this is to put up a word like 'out' and then ask the learners how can I change this to be the word ouch? Which sound should I remove and which sound am I adding? This is a higher level skill that gets learners to think about spelling words not just reading.

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Task 3.2 Modelling Blending with Letterboard (Simwalazi - ou)

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Task 2.1 Demonstrating Letter Formation (Simwalazi - /ar/)

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Task 2.1 Demonstrating Letter Formation (Simwalazi - /ar/)

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Task 2.1 (Describing Letter Formation)

- talking about the size of the letters and therefore where are we starting the letter formations from. There’s not many hands up here, so it might be best to give them thinking time, and talking time before you ask them to share their answers.

- You demonstrate the writing on the board, whilst talking through the letter formation.
- I like that you continue to talk it through with the learners as you demonstrate the formation and that the learners write in the air as you write on the board.
- you continue to refer to the starting point too! That's good. Well done.
- I like that you pretended to make a common mistake and talked through what was wrong about it.
- you have your back to the learners to make sure you are writing with the correct orientation, it would be great to learn the mirror writing so you can watch your learners as they are writing in the air.

- Watch out for ‘frick’ when it should be flick.

*This is a passed task – 2.1*

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Task 2.1 Talking through the Letter Formation (Simwalazi - ar)

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Task 2.2: Writing in sand (Tr Simwalazi)

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Task 2.2: Writing in sand (Tr Simwalazi)

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- This video was taken from Grade 2 - so the handwriting being practiced is pre-cursive and includes exit strokes (flicks).

- The teacher is encouraging learners to talk through the letter formation.

- When a mistake is spotted, the learner is asked to restart and is given specific guidance to help her improve - writing as the teacher talks through the formation (encouraging the learner to talk it through too).

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Task 2.3 Marking Handwriting (Identifying their king/queen examples)

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Task 2.3 Marking Handwriting (Identifying their king/queen examples)

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• Send photos of handwriting work from learners of different ability levels.

• We want to see what your learners are doing for handwriting and how you are marking it.

• As each learner’s handwriting is likely to be inconsistent, ask learners to identify their best examples to show that they understand the difference between correct and incorrect letter formation. If learners can recognise what a good letter looks like, they are more likely to repeat it consistently.

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Task 2.3 Letter Formation - king queen self assessment 

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Task 3.3: Blending Practice (Pointing to sounds)

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Task 3.3: Blending Practice (Pointing to sounds)

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The teacher starts by writing down a selection of letter sounds that they have already taught their learners.

He then thinks of a 'safe word' (a word that only contains sounds that have already been taught) and spells the word by points to the letter sounds in the correct order.

Learners say the sounds and try to blend them together to hear the word.

It is good to mix this with 'think, talk, share'

Think: The first time you point to the sounds learners don't say anything, they just think by themselves

Talk: The second time you point the the letter sounds, learners are able to whisper their answer to a neighbour and see if they have the same answer

Share: The third and final time the teacher points to the letter sounds, learners join in saying the letter sounds and then blend the word together.

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Split your class into two groups (left and right), call them 'yellow' and 'green'

Select 5 learners from each team to come and play the game and get them to line up on either side of the front of the class.

Use a sound chart/banner or write some previously taught letter sounds on the board.

The first player from either line holds the stick/fly swat and faces the chart.

The teacher tells the class that there is a fly flying around the classroom and that it will land on a letter sound. They will then do the action of that sound and the class will say what the sound is. The learners with the fly swat they are going to listen to the sound the class says and try to be the one that kills the fly (identifies the letter) first.

They then give the swat to the next child in the line.

The team with the most 'kills' wins.

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This activity is a mix of the 'Do as I do' song with the 'Go Fish' game.... I like the way the teacher set up two lines of learners which keep the activity flowing.

The teacher gets the learner to say the sound and do the action, ensuring that all learners are involved and not simply watching others learn.

When they hear someone making an error, they correct them and get them to repeat the sound after giving them guidance.

I liked that she spent more time practicing the harder sounds. I also like that she sped the activity up as learners sat down!

I thought this was brilliant!

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Task 1.1 Sound Revision (Sound as I sound - Simwalazi)

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Task 2.2 Handwriting Practice (In Exercise Books)

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Task 2.2 Handwriting Practice (In Exercise Books)

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It's great to see the teacher moving around the classroom during this part of the lesson and watching to see how learners are forming their letters.

She's observing and giving instant feedback. Encouraging learners to talk through the letter formation and reminding learners of the starting point and size of the letter to make sure they are positioning it correctly on the lines in their books.

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Task 2.2 Handwriting Practice (in exercise books)

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Task 1.1 Sound Revision (Fly Swat Game - rural)

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Task 1.2: Sound Story (Teacher Brendah - sound /b/)

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Task 1.2: Sound Story (Teacher Brendah - sound /b/)

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Sound Story for /b/

The teacher starts with an engaging question – who knows basketball? It’s already getting learners picturing the sport involved in the story.

The teacher uses code switching effectively making sure that all learners are understanding the story.

The sound and action are brought out of the story early and repeated a couple of times within the telling. It can be fine to get the learners to copy the sound and action when you do it.

The teacher uses think, talk share to get learners to think of words from the story with the sound of the day – We think the learners could have been given more time to think and get asked to think of (up to) 3 /b/ words from the story?

We liked that the teacher was moving around the classroom getting answers from your learners.

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Task 4.2 Practice Sounding (Change a letter sound - Precious)

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Task 4.2 Practice Sounding (Change a letter sound - Precious)

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Changing a sound in a word on a letterboard to make a new word. (pip to sip)

Think of changing any one sound to make a new word. Thinking time given.

Missed out talk step (the reason this is important is that it gives meaning to the thinking step that each child has just done. Just take 1 minute to permit them to share their word with a neighbour and see if they have the same word – if they don’t which sound have they changed?)

Got new word from one child.

Getting the rest of the class to figure out which sound has been removed.

Class show /p/ sound and action – very good.

You get give them thinking time to think about which sound they have replaces the /p/ with and then got them to ‘show you’ after a countdown. Learners show /s/ sound and action.

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Task 4.2 Change a Sound (Tr Precious pip to sip)

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Watch how this teacher asks sections of his class to say the sound, one after the other, so he can more easily identify which children are mispronouncing the sounds. This should be done when first introducing sounds to your learners and when you are revising more challenging sounds.